Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/155505
|
| Title: | 年齡友善大學指標建構之研究
A Study on the Indicators Construction of Age-Friendly University |
| Authors: | 林家伃
Lin, Chia-Yu |
| Contributors: | 郭昭佑
Kuo, Chao-Yu
林家伃
Lin, Chia-Yu |
| Keywords: | 年齡友善
年齡友善大學
指標建構
概念構圖
Age-Friendly
Age-Friendly University
Indicator Development
Concept Mapping |
| Date: | 2025 |
| Issue Date: | 2025-02-04 16:05:53 (UTC+8) |
| Abstract: | 本研究旨在構建年齡友善大學的指標和構面，以形成一個完整的指標系統，供各大學及教育行政主管機關參考。首先，通過廣泛的文獻回顧來收集資料，然後透過訪談確認相關概念。接著邀請成人教育和高齡教育的專家學者、教育行政領域專家學者及學校及政府的教育行政人員作為問卷調查的對象。透過適切性評估和概念構圖法來整合專家對於指標重要性的看法，進而將指標進行分群。根據研究結果，得出以下主要結論：
一、本研究建構之年齡友善大學指標包含5大構面、12個向度與39項指標。
二、「政策規劃與行政執行」是年齡友善大學指標系統中最重要之構面。
三、「政策規劃」是年齡友善大學指標系統中最重要之向度。
四、「能研訂校園的年齡友善政策」是年齡友善大學指標系統中最重要之指標。
五、不同對象對於年齡友善大學指標系統的重要性程度排序有所差異，以向度「包容文化」和「健康與福祉資源」兩個向度之排序差異較大，然而不同對象對於構面及指標的排序仍顯示出一定程度的共識。
期望本研究之成果能夠為教育行政機關及各大專院校提供實質幫助，作為制定年齡友善大學政策的參考，並給予未來研究酌參。
This study aims to develop indicators and dimensions for age-friendly universities to form a comprehensive indicator system for reference by universities and educational administrative authorities. Initially, data were collected through an extensive literature review, followed by interviews to confirm related concepts. Subsequently, experts in adult and gerontological education, educational administration, and personnel from schools and government were invited to participate in a survey. The importance of the indicators was assessed and integrated using appropriateness evaluation and concept mapping, allowing for the clustering of indicators. Based on the research findings, the following main conclusions were drawn:
1. The age-friendly university indicators constructed in this study include 5 major dimensions, 12 sub-dimensions, and 39 indicators.
2. "Policy Planning and Administrative Execution" is the most important dimension within the age-friendly university indicator system.
3. "Policy Planning" is the most crucial sub-dimension within the age-friendly university indicator system.
4. "The ability to formulate age-friendly policies on campus" is the most significant indicator within the age-friendly university indicator system.
5. The importance rankings of the Age-Friendly University indicators system vary among different stakeholders, with significant differences observed particularly in the dimensions of "Inclusive Culture" and "Health and Wellbeing Resources." However, there is still a degree of consensus among different stakeholders regarding the ranking of dimensions and indicators.
It is hoped that the results of this study will provide substantial assistance to educational administrative bodies and higher education institutions, serving as a reference for formulating age-friendly university policies, and offering considerations for future research. |
| Reference: | 中央社，教育部114學年試辦第三人生大學將採累計學分，上網日期113年12月22日。
王文科、王智弘(2021)。教育研究法。五南出版。
吳政達(2008)。教育政策分析:概念,方法與應用: Educational Policy Analysis: Concepts, Methods, and Applications。高等教育文化事業有限公司。
吳政達、郭昭佑(1997)。概念構圖法在國民小學教科書評鑑標準建構之應用。教育與心理研究，20(2)，217-242。
余民寧、陳嘉成（1996）。概念構圖：另一種評量方法。政大學報，73，161-200。
羅恩冕、郭昭佑(2018)。我國大學學生評鑑教師教學指標之研究:概念構圖法的調整應用.教育研究與發展期刊，14(1)，1-33。
Anderberg, M. R. (1973). The broad view of cluster analysis. Cluster analysis for applications, 1(1), 1-9.
Andreoletti, C., & Howard, J. L. (2018). Bridging the generation gap: Intergenerational service-learning benefits young and old. Gerontology & geriatrics education, 39(1), 46-60.
Andreoletti, C., & June, A. (2019). Coalition building to create an Age-Friendly University (AFU). Gerontology & geriatrics education, 40(2), 142-152.
Ayalon, L. (2013). Feelings towards older vs. younger adults: Results from the European Social Survey. Educational Gerontology, 39(12), 888-901.
Baldwin, R. G., & Zeig, M. J. (2013). Emeritus colleges: Enriching academic communities by extending academic life. Innovative Higher Education, 38, 355-368.
Beach, P., Hazzan, A. A., Dauenhauer, J., & Maine, K. (2024). “I learned that ageism is a thing now”: education and engagement to improve student attitudes toward aging. Gerontology & geriatrics education, 1-17.
Bogner, A., Littig, B., & Menz, W. (2009). Introduction: Expert interviews—An introduction to a new methodological debate. In Interviewing experts (pp. 1-13). Springer.
Bowen, L. M., Silverstein, N. M., Montepare, J. M., Whitbourne, S. K., Lin, Y., & Xu, S. (2024). Evidence-based strategies for creating age-inclusive campuses. Journal of Diversity in Higher Education.
Chen, J. C. (2017). Nontraditional adult learners: The neglected diversity in postsecondary education. Sage Open, 7(1), 2158244017697161.
Chesser, S., & Porter, M. (2019). Charting a future for Canada’s first Age-Friendly University (AFU). Gerontology & geriatrics education, 40(2), 153-165.
Chesser, S. A., Porter, M. M., Barclay, R., King, A. C., Menec, V. H., Ripat, J., Sibley, K. M., Sylvestre, G. M., & Webber, S. C. (2020). Exploring university age-friendliness using collaborative citizen science. The Gerontologist, 60(8), 1527-1537.
Chonody, J. M. (2015). Addressing ageism in students: A systematic review of the pedagogical intervention literature. Educational Gerontology, 41(12), 859-887.
Chung, K., Chung, S., Kim, J.-H., Lee, S., & Kim, M. (2023). Development and Application of an Age Integration Indicator (AII) in Korea. Social Indicators Research, 166(3), 687-703.
Claeys-Kulik, A.-L., Jørgensen, T. E., & Stöber, H. (2019). Diversity, equity and inclusion in European higher education institutions. Results from the INVITED Project. Brussel: European University Association Asil, 51p.
Clark, P. G., & Leedahl, S. N. (2019). Becoming and being an Age-Friendly University (AFU): Strategic considerations and practical implications. Gerontology & geriatrics education, 40(2), 166-178.
Cruce, T. M., & Hillman, N. W. (2012). Preparing for the silver tsunami: The demand for higher education among older adults. Research in Higher Education, 53, 593-613.
Dannefer, D., Uhlenberg, P., Foner, A., & Abeles, R. P. (2005). On the shoulders of a giant: The legacy of Matilda White Riley for gerontology. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 60(6), S296-S304.
Dauenhauer, J. A., Heffernan, K. M., & Cesnales, N. I. (2018). Promoting intergenerational learning in higher education: older adult perspectives on course auditing. Educational Gerontology, 44(11), 732-740.
Davidovitch, N., & Eckhaus, E. (2020). The attitude of academic faculty to continued work by faculty members after reaching retirement age. Economics & Sociology, 13(2), 123-135.
Davison, M. L. (1985). Multidimensional scaling versus components analysis of test intercorrelations. Psychological Bulletin, 97(1), 94.
Fang, M. L., Sixsmith, J., Hamilton-Pryde, A., Rogowsky, R., Scrutton, P., Pengelly, R., Woolrych, R., & Creaney, R. (2023). Co-creating inclusive spaces and places: Towards an intergenerational and age-friendly living ecosystem. Frontiers in Public Health, 10, 996520.
Fitzgerald, K. G., & Caro, F. G. (2014). An overview of age-friendly cities and communities around the world. Journal of aging & social policy, 26(1-2), 1-18.
Foner, A. (1975). Age in society: Structure and change. American Behavioral Scientist, 19(2), 144-165.
Fulmer, T., Patel, P., Levy, N., Mate, K., Berman, A., Pelton, L., Beard, J., Kalache, A., & Auerbach, J. (2020). Moving toward a global age‐friendly ecosystem. Journal of the American Geriatrics Society, 68(9), 1936-1940.
Gans, J. (2000). Facilitating synthesis and advancing methodological development in strategic planning. Cornell University.
Gidley, J. M., Hampson, G. P., Wheeler, L., & Bereded-Samuel, E. (2010). From access to success: An integrated approach to quality higher education informed by social inclusion theory and practice. Higher Education Policy, 23, 123-147.
Grawe, N. D. (2018). Demographics and the demand for higher education. JHU Press.
Gugliucci, M. R., & O’Neill, D. (2019). Health professions education: Advancing geriatrics and gerontology competencies through Age-Friendly University (AFU) Principles. Gerontology & geriatrics education, 40(2), 194-202.
Halvorsen, C. J., & Emmanuel, E. (2021). An encore in social work? How our schools can become more age inclusive. Journal of Social Work Education, 57(4), 676-687.
Heckhausen, J., Wrosch, C., & Schulz, R. (2019). Agency and motivation in adulthood and old age. Annual Review of Psychology, 70, 191-217.
Knopf, R., Talmage, C., & Baker, A. (2020). Age-Friendly Initiatives at Arizona State University: Building Transformative Learning Systems for All. Innovation in Aging, 4(Suppl 1), 540.
Krzeczkowska, A., Spalding, D. M., McGeown, W. J., Gow, A. J., Carlson, M. C., & Nicholls, L. A. B. (2021). A systematic review of the impacts of intergenerational engagement on older adults’ cognitive, social, and health outcomes. Ageing Research Reviews, 71, 101400.
Larkin, M., Mullane, L., & Porter Robinson, S. (2007). Framing new terrain: Older adults and higher education.(No. 1). In: Washington, DC: American Council on Education.
Lim, J. S., Park, M.-B., O’Kelly, C. H., Knopf, R. C., & Talmage, C. A. (2023). A tool for developing guidelines for institutional policy: a 60 indicator inventory for assessing the age-friendliness of a university. Educational Gerontology, 49(3), 214-227.
Lombardi, A. R., Murray, C., & Gerdes, H. (2011). College faculty and inclusive instruction: Self-reported attitudes and actions pertaining to Universal Design. Journal of Diversity in Higher Education, 4(4), 250.
Luo, E.-M., & Guo, C.-Y. (2018). Construction of Indicators of Teaching Evaluation by University Students in Taiwan: The Adaptive Applications of Concept Mapping. Journal of Educational Research and Development, 14(1), 1-33.
Luz, C., & Baldwin, R. (2019). Pursuing Age-Friendly University (AFU) principles at a major university: Lessons in grassroots organizing. Gerontology & geriatrics education, 40(3), 290-306.
Lytle, A., & Levy, S. R. (2019). Reducing ageism: Education about aging and extended contact with older adults. The Gerontologist, 59(3), 580-588.
Marchiondo, L. A., Verney, S. P., & Venner, K. L. (2023). Academic leaders’ diversity attitudes: Their role in predicting faculty support for institutional diversity. Journal of Diversity in Higher Education, 16(3), 323.
McGuire, S. L., Klein, D. A., & Couper, D. (2005). Aging education: A national imperative. Educational Gerontology, 31(6), 443-460.
Montayre, J., Maneze, D., Salamonson, Y., Tan, J. D., & Possamai-Inesedy, A. (2023). The making of age-friendly universities: A scoping review. The Gerontologist, 63(8), 1311-1319.
Montepare, J., Zeek, C., Lowenstein, S., Abbott, S., Gerardo, H., & Kennedy, R. (2016). Challenges and triumphs of intergenerational classrooms. Poster presented at the meeting of the New England Faculty Development Consortium, Medford, MA,
Montepare, J. M. (2019). Introduction to the special issue-age-friendly universities (AFU): Principles, practices, and opportunities. In (Vol. 40, pp. 139-141): Taylor & Francis.
Montepare, J. M., & Farah, K. S. (2018). Talk of ages: Using intergenerational classroom modules to engage older and younger students across the curriculum. Gerontology & geriatrics education, 39(3), 385-394.
Montepare, J. M., Farah, K. S., Bloom, S. F., & Tauriac, J. (2020). Age-Friendly Universities (AFU): Possibilities and power in campus connections. Gerontology & geriatrics education, 41(3), 273-280.
Montepare, J. M., Farah, K. S., Doyle, A., & Dixon, J. (2019). Becoming an Age-Friendly University (AFU): Integrating a retirement community on campus. Gerontology & geriatrics education, 40(2), 179-193.
Moreu, G., Isenberg, N., & Brauer, M. (2021). How to promote diversity and inclusion in educational settings: behavior change, climate surveys, and effective pro-diversity initiatives. Frontiers in education,
Morrow-Howell, N., Lawlor, E. F., Macias, E. S., Swinford, E., & Brandt, J. (2020). Making the case for age-diverse universities. The Gerontologist, 60(7), 1187-1193.
Myles, N. N. (2017). The face of an intergenerational community in higher education. Journal of Research, Assessment, and Practice in Higher Education, 2(1), 7.
Network, A.-F. U. G. (2024). See who has endorsed the Ten Principles in each region. Age-Friendly University Global Network. Retrieved July 13 from https://www.afugn.org/afugn-members
O’Kelly, C. (2015). Age-friendly university annual report. Dublin City University.
Orzea, I., & Bratianu, C. (2012). Intergenerational learning in ageing societies. Proceedings of the 9th International Conference on Intellectual Capital, Knowledge Management and Organizational Learning-ICICKM,
Pitt-Catsouphes, M., Mirvis, P., & Berzin, S. (2013). Leveraging age diversity for innovation. Journal of intergenerational Relationships, 11(3), 238-254.
Pstross, M., Corrigan, T., Knopf, R. C., Sung, H., Talmage, C. A., Conroy, C., & Fowley, C. (2017). The benefits of intergenerational learning in higher education: Lessons learned from two age friendly university programs. Innovative Higher Education, 42, 157-171.
Pstross, M., Rodríguez, A., Knopf, R. C., & Paris, C. M. (2016). Empowering Latino parents to transform the education of their children. Education and Urban Society, 48(7), 650-671.
Riley, M. W., & Riley Jr, J. W. (2000). Age integration: Conceptual and historical background. The Gerontologist, 40(3), 266-270.
Rogoff, B., Morelli, G. A., & Chavajay, P. (2010). Children’s integration in communities and segregation from people of differing ages. Perspectives on Psychological Science, 5(4), 431-440.
Roodin, P., Brown, L. H., & Shedlock, D. (2013). Intergenerational service-learning: A review of recent literature and directions for the future. Gerontology & geriatrics education, 34(1), 3-25.
Rupčić, N. (2018). Intergenerational learning and knowledge transfer–challenges and opportunities. The Learning Organization, 25(2), 135-142.
Sarle, W. S. (1983). Cubic clustering criterion. (No Title).
Sharma, S. (1995). Applied multivariate techniques. John Wiley & Sons, Inc.
Silverstein, N. M., Hendricksen, M., Bowen, L. M., Fonte Weaver, A. J., & Whitbourne, S. K. (2019). Developing an Age-Friendly University (AFU) audit: A pilot study. Gerontology & geriatrics education, 40(2), 203-220.
Silverstein, N. M., Whitbourne, S. K., Bowen, L. M., Montepare, J. M., Jansen, T., Beaulieu, C., & Prasad, A. (2022). Assessing age inclusivity in higher education: Introducing the age-friendly inventory and campus climate survey. The Gerontologist, 62(1), e48-e61.
Simon, A., Masinda, S., & Zakrajsek, A. (2022). Age-Friendly University environmental scan: Exploring “age-friendliness” with stakeholders at one regional comprehensive university. Gerontology & geriatrics education, 43(2), 149-162.
Sánchez, M., & Kaplan, M. (2014). Intergenerational learning in higher education: Making the case for multigenerational classrooms. Educational Gerontology, 40(7), 473-485.
Stanley, J. T., Morrison, L. B., Webster, B. A., Turner, J. R., & Richards, C. J. (2019). An Age-Friendly University (AFU) assists with technology learning and social engagement among older adults and individuals with developmental disabilities. Gerontology & geriatrics education, 40(2), 261-275.
Stephenson, J. H. (2017). The leader-member exchange (LMX) approach to age diversity. Leading diversity in the 21st century, 161-189.
Takagi, E., & Marroquin-Serrano, M. S. (2024). Age-Friendly University principles: discussion with older learners. Educational Gerontology, 50(1), 49-61.
Talmage, C. A., Mark, R., Slowey, M., & Knopf, R. C. (2018). Age friendly universities and engagement with older adults: Moving from principles to practice. In Fresh perspectives on later life learning (pp. 65-82). Routledge.
Trochim, W. (1993). The reliability of concept mapping. annual conference of the American Evaluation Association,
Trochim, W. M., & Linton, R. (1986). Conceptualization for planning and evaluation. Evaluation and program planning, 9(4), 289-308.
Veidemane, A., Kaiser, F., & Craciun, D. (2021). Inclusive higher education access for underrepresented groups: It matters, but how can universities measure it? Social Inclusion, 9(3), 44-57.
Verbree, A.-R., Isik, U., Janssen, J., & Dilaver, G. (2023). Inclusion and diversity within medical education: a focus group study of students’ experiences. BMC Medical Education, 23(1), 61.
Vrkljan, B., Whalen, A., Kajaks, T., Nadarajah, S., White, P., Harrington, L., & Raina, P. (2019). Creating an intergenerational university hub: Engaging older and younger users in the shaping of space and place. Gerontology & geriatrics education, 40(2), 244-260.
Whitbourne, S. K., Bowen, L. M., Silverstein, N. M., Montepare, J. M., & Stokes, J. E. (2024). Promoting Age Inclusivity in Higher Education: Campus Practices and Perceptions by Students, Faculty, and Staff. Research in Higher Education, 1-24.
World Health Organization. Age-friendly environment. World Health Organization. Retrieved May 26 from https://www.who.int/teams/social-determinants-of-health/demographic-change-and-healthy-ageing/age-friendly-environments
Zakrajsek, A., & Andreoletti, C. (2020). Campus-Wide Buy-In for an Age-Friendly University: One Goal and Many Paths. Innovation in Aging, 4(Supplement_1), 539-539.
Zimmer, C., Goerzen, M., Hogan, D. B., & Toohey, A. M. (2024). An environmental scan of methods for assessing age-friendliness in post-secondary institutions. Gerontology & geriatrics education, 45(1), 38-51.
Zirkel, S., & Cantor, N. (2004). 50 years after Brown v. Board of Education: The promise and challenge of multicultural education. Journal of Social Issues, 60(1), 1-15.
임진섭, 손의성, 황정하, 신혜리, 양승민, & 정지웅. (2017). 해외 고령친화대학 운영 사례분석을 통한 사회복지정책적 함의: 아일랜드 더블린시 (市) 의 사례를 중심으로: 아일랜드 더블린시 (市) 의 사례를 중심으로. 노인복지연구, 72(3), 9-45. |
| Description: | 碩士
國立政治大學
學校行政碩士在職專班
111911010 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0111911010 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 101001.pdf | | 5631Kb | Adobe PDF | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
